The Holt School and The Piggott School
Year 7 French Scheme of Work
Autumn Term
Transition Project
Key Stage 2 – Key Stage 3
Designed by
Sue Cave – The Holt School
cv@holt.wokingham.sch.uk
Jean Haig – The Piggott School
jeanehaig@yahoo.co.uk
© Crown copyright 2011, Department for Education
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Year 7 French Scheme of Work
September-October
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Rationale
Review and apply prior knowledge of French language
Introduce new language based on Modules 1 & 2 of ‘Métro’
Build language at sentence level
Develop reading skills using knowledge of phonics
Develop language learning strategies, in particular, dictionary skills
Use learning-through-doing activities rather than presentation
Allow for creativity
Build on good primary practice
Resources
Detailed planning guidance with suggestions for activities
Smart board files with language activities
Links to song sound files from Smart board resources
Templates for language activity materials
Use appropriate listening materials from ‘Métro’
References to revised KS3 Framework for languages
LS – Listening and Speaking RW – Reading and Writing KAL – Knowledge about language
LLS – Language learning strategies
IU – Intercultural Understanding
[References to new KS3 Framework substrand descriptors in square brackets]
© Crown copyright 2011, Department for Education. This resource has been created through the LinkedUp Award Scheme.
2
2
Delivery
 Sufficient material for at least 10 lessons of one hour duration, maybe more
 Planning guidance presented in ‘stages’ rather than lessons, for personal adaptation
 Suggestions for language activities, many currently used to deliver language in
primary schools
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Introduction, Prior Language Experience and Knowledge
Use the questionnaire in the attachment of the Smart board resources to ascertain prior language learning
experiences
Use routine language of ‘Es-tu là/je suis là/je m’appelle/ça va’ at register time
Use buddy system to support those with little or no prior knowledge of French i.e. seat confident and willing
students next to those lacking experience
Prior to each stage ascertain prior knowledge of the content rather than assuming none
LS – Listening and Speaking RW – Reading and Writing KAL – Knowledge about language
LLS – Language learning strategies
IU – Intercultural Understanding
[References to new KS3 Framework substrand descriptors in square brackets]
© Crown copyright 2011, Department for Education. This resource has been created through the LinkedUp Award Scheme.
3
3
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Stage 1 – Planning, word classes and learning new words
LS/RW/KAL/LLS/PHONICS
ACTIVITIES
RESOURCES
LLS – planning and
Present project of designing and describing a
S/board slide 2
preparing[5.8]
new cartoon character from a francophone
country for a French film. In several lessons
time present verbally from written text the
description of the character.
KAL - Sentence structure [4.4]
LLS – planning and
preparing[5.8]
Identify word classes – verbs, nouns,
adjectives, adverbs, conjunctions.
Demonstrate actions to accompany word
classes
Activities
 Use actions on S/board slide to practise
–call out word class and perform action
in time to music.
S/board slide 3
Discuss in groups/class language needed to
complete the task. Elicit sentence structure,
word classes, phonics, specific KAL and
vocabulary, dictionary skills and knowledge
about francophone countries Discuss prior
skills and knowledge. Agree on plan for next
lessons. Use slide 3 for guidance.
S/board slide 5
S/board slide 4
LS – Listening and Speaking RW – Reading and Writing KAL – Knowledge about language
LLS – Language learning strategies
IU – Intercultural Understanding
[References to new KS3 Framework substrand descriptors in square brackets]
© Crown copyright 2011, Department for Education. This resource has been created through the LinkedUp Award Scheme.
4
4
LS/RW/KAL/PHONICS/LLS
KAL – Phonics [4.1]
eu/e/j/au/ou/ge/r/i/o/et/oi/on/
un/an
KAL – Words [4.2]
KAL – Letters and sounds [4.1]
KAL – Words [4.2]
Stage 2 – Phonics of colours
ACTIVITIES
Practise the phonemes in colours using actions
and s/board slide.
Activity
 Say the phoneme, students do the action
then try the other way around
Use colour flashcards and/or slide 7 to revise
colours bleu, vert, jaune, rouge, violet, noir,
blanc, rose, brun, marron, gris,
Activities
 Say a phoneme and students lift a colour
card with that sound – team game, first
student to lift up correct card wins a point
 Guess the card facing me, in pairs I’m
thinking of a colour what is it ? – limit
guesses.
 Guess the card held above teacher’s
head.
 Slide 8 activity to practise naming colours
Present the graphemes, slide 9, for the
phonemes in the colours and practise with
actions. Identify which sound is in which colour.
Activities
 Ask students to work in pairs and predict
spelling of colours on mini w/boards
before revealed on slide 10
 Write grapheme on mini wboard when
teacher says colour.
RESOURCES
Slide 6
Colour flashcards in
attachments
S/board slide 7
Sets of colour flashcards
S/board slide 8
S/boards slide 9
S/board file slide 10
Mini w/boards and pens
Slide 11
Slide 12
LS – Listening and Speaking RW – Reading and Writing KAL – Knowledge about language
LLS – Language learning strategies
IU – Intercultural Understanding
[References to new KS3 Framework substrand descriptors in square brackets]
© Crown copyright 2011, Department for Education. This resource has been created through the LinkedUp Award Scheme.
5
5
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Use slide 11 to discuss the rule about
silent letters
Match word to coloured heart slide 12
Revise numbers 1-10 slide 13 – song
Match word to hidden colour - slide 15
Show written form of colours – predict
colour to pop up on slide 16, students
write down their prediction
Brain gym – read out the colours in
sequence by saying the colour line of each
word. Then read again actually reading
the word.
Slide 14
Slide 15
Slide 16
Slide 17
LS – Listening and Speaking RW – Reading and Writing KAL – Knowledge about language
LLS – Language learning strategies
IU – Intercultural Understanding
[References to new KS3 Framework substrand descriptors in square brackets]
© Crown copyright 2011, Department for Education. This resource has been created through the LinkedUp Award Scheme.
6
6
Stage 3 – Gender, number and dictionary skills for parts of the body introducing ‘avoir’
LS/RW/KAL/PHONICS/LLS
ACTIVITIES
RESOURCES
KAL – Gender, number and other Ascertain prior knowledge about the definite
Slides 19
inflections [4.3]
and indefinite article with relation to gender of
nouns – slide 19
Make a list of nouns already known.
LLS – Using reference materials
[5.5]
Use dictionaries to find meaning and gender of Dictionaries
nouns and explore format of bi-lingual
Slide 18
dictionary. Give written form of parts of body –
les yeux, les cheveux, les oreilles, les dents, le
nez, la main, la queue. Use dictionaries to
find meanings and gender of nouns.
KAL – Phonics [4.1]
ch/o/ez/qu/ain
Practise new phonemes to be found in parts of
body vocabulary – slide 20
Slide 20
LLS – Memorising, knowledge of
English, working out meaning
[5.2/3/4]
Discuss how to learn new words, share
strategies – techniques for memorization,
comparing words with English, working out
what they hear and read from context – slide
21
Say aloud the vocabulary for the parts of the
face and ask the students to identify the new
sounds in them and do the actions. Slide 23
See the graphemes for the parts of the body –
slide 24 and then use them to predict spelling
on mini w/boards on slide 24
Slide 21
KAL – Letters and sounds [4.2]
KAL – Words [4.2]
Discuss again pronunciation rule regarding
Slide 23
Slides 24
Slide 11
LS – Listening and Speaking RW – Reading and Writing KAL – Knowledge about language
LLS – Language learning strategies
IU – Intercultural Understanding
[References to new KS3 Framework substrand descriptors in square brackets]
© Crown copyright 2011, Department for Education. This resource has been created through the LinkedUp Award Scheme.
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silent letters use slide 11. Use slide 25 to elicit
rule regarding liaison. Display/handout about
the rule on silent letters.
Activities
 Slide 26 – read out the words and
students try to complete the words on the
slides by adding the missing graphemes.
 Song - Head, shoulders, knees and toes.
Lyrics and sound file slide 27
RW – re-read a short text[KS2]
RW – understanding and
responding to the written word
[2.1]
KAL – Letters and sounds [4.2]
Read familiar story from KS2 ‘Va-t’en grand
monstre vert’ and use discuss why the colours
are written as they are – singular and plural
format - Slide 29.
Slide 29 – discuss which letters are silent in the
singular and plural forms of the adjectives.
Review phonemes – un, deux, trois, quatre,
cinq, six, sept, huit, onze, douze, seize, trente
slides 30/31
Use s/board slide to practise counting nouns
beginning with consonant and vowel. Review
liaison rule. Slides 32/33
Activity
 Guess how many mouths or ears I am
thinking of – say aloud or predict
Stage 3 (continued)
LS/RW/KAL/PHONICS/LLS
ACTIVITIES
KAL – Gender, number and other Review numbers 1-30. count in sequence.
inflections [4.3]
Slide 31
Activities
Slides 25
Slide 26
Audio file and lyrics slide
27
Scanned story in
attachments
Slide 27
Slide 29
Slides 30/31
Slides 32/33
Mini w/boards and pens
RESOURCES
Slide 31
Mini w/boards
LS – Listening and Speaking RW – Reading and Writing KAL – Knowledge about language
LLS – Language learning strategies
IU – Intercultural Understanding
[References to new KS3 Framework substrand descriptors in square brackets]
© Crown copyright 2011, Department for Education. This resource has been created through the LinkedUp Award Scheme.
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Literacy – Understanding and
responding to the written word
[2.1]
KAL – Sentence structure [4.4]
Literacy – Adapting and building
text – [2.4]
Bingo game.
Mouth a number, students write it down
on w/board.
Splat game – 2 students at the board,
call out a number, first to splat it wins
Mental maths.
Onze game – each student says a one,
two or three numbers in sequence. If a
student has to say onze, they are out.
Game continues until only one student
remains.
Slide 35 – discuss meaning of ‘a’ and read
aloud together the description.
Using phonic knowledge read aloud new
colours for hair and eyes – slides 34.
Use scaffolding to practise describing orally
colour of parts of body with third person of
avoir slides 36/37. Slide 38 – explanation of
pronouns il/elle.
Activity
 Slide 38 – ask each student to write
down on a mini w/board a sentence
describing hair and eyes. Teacher writes
down one as well and anyone with the
same sentence gets a point.
Slide 35
Slides 34
Slides 36/37
Slide 38 writing frame and
mini w/boards
LS – Listening and Speaking RW – Reading and Writing KAL – Knowledge about language
LLS – Language learning strategies
IU – Intercultural Understanding
[References to new KS3 Framework substrand descriptors in square brackets]
© Crown copyright 2011, Department for Education. This resource has been created through the LinkedUp Award Scheme.
9
9
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Mastermind hair and eyes template –
select words from the columns and write
a sentence. Partner tries to guess what
is written by saying a sentence. S/he is
told which parts are correct. Each
student takes it in turns to say a
sentence. Winner is first person to
deduce correctly the exact sentence of
partner.
Slides 39/40 adding ‘j’ai’ – students describe
their self then using il/elle describe others.
Discuss elision of vowels.
Slide 38 and Mastermind
handout in attachments
Slides 39/40
LS – Listening and Speaking RW – Reading and Writing KAL – Knowledge about language
LLS – Language learning strategies
IU – Intercultural Understanding
[References to new KS3 Framework substrand descriptors in square brackets]
© Crown copyright 2011, Department for Education. This resource has been created through the LinkedUp Award Scheme.
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Stage 4 –
LS/RW/KAL/PHONICS/LLS
KAL – Gender, number and other
inflections[4.3]
LS – Develop capability and
confidence in listening [1.2]
KAL – Phonics [4.1]
g
LS/RW/KAL/PHONICS/LLS
KAL – Gender, number and
inflections[4.3]
KAL – Verbs and tenses [4.5]
KAL – Sentence structure [4.4]
LS – Understanding and
responding to the spoken word
Adjectives and their position to describe parts of the body
ACTIVITIES
RESOURCES
Ascertain prior knowledge of adjectives, make
Slide 41
a list. Common adjectives from KS2 – colours
Scanned story in
and petit/grand (maybe jeune, joli).
attachments
Use story of ‘Grand Monstre Vert’ to discuss
knowledge of position of size adjectives and
agreement singular and plural. Slide 41.
Adjectives - petit, grand, long, gros,
Identify phoneme/grapheme – g in grand and
practise.
Slide 42 – pronounce the adjectives, reviewing Slide 42
silent letter rule, agreement and note irregular
forms of adjectives.
Stage 4 (continued)
ACTIVITIES
Slide 43 – practise saying aloud a number,
size, part of body and colour using writing
frame. Discuss plural form of nouns for words
ending in x and z.
Activities
 Word order card game. Create sets of
cards using template. In groups of about
6, distribute cards. Each student takes it
in turns to put down a word card in order
ensuring agreements are correct. The
RESOURCES
Slide 43
Word order Scrabble game
in attachments
Mini w/boards
LS – Listening and Speaking RW – Reading and Writing KAL – Knowledge about language
LLS – Language learning strategies
IU – Intercultural Understanding
[References to new KS3 Framework substrand descriptors in square brackets]
© Crown copyright 2011, Department for Education. This resource has been created through the LinkedUp Award Scheme.
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[1.1]
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winner is the first student to put down
all his/her cards.
Predict what is written on teacher’s
w/board by writing on own w/board
using written prompts. One point for
each time it is the same slide 43
Students try to write a unique sentence
using a writing frame. Each student
reads out their sentence and if unique
gains one point.
Slide 44 – introduce tu form of verb ‘avoir’
practise making sentences using slide 45.
Activities
 Slide 46 – in pairs describe one of the
characters, partner tries to guess which
one using tu form of avoir
 Slide 47 use a dictionary and phonic
knowledge to create and read aloud a
sentence.
Slides 44/45
Slide 46
Slide 47
LS – Listening and Speaking RW – Reading and Writing KAL – Knowledge about language
LLS – Language learning strategies
IU – Intercultural Understanding
[References to new KS3 Framework substrand descriptors in square brackets]
© Crown copyright 2011, Department for Education. This resource has been created through the LinkedUp Award Scheme.
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Stage 5 – Verb ‘être’ to use with adjectives to describe character
LS/RW/KAL/PHONICS/LLS
ACTIVITIES
RESOURCES
KAL – Verbs and tenses [4.5]
Use slides 48-50 to determine meaning of
Slides 48/49/50
LLS – Using reference materials
suis/es/est. . Already familiar with je/tu forms
[5.5]
from register routine.
Slide 51
KAL – Phonics [4.1]
Practise making sentences with slide 51.
Slide 52
Gn
Slide 52 using a dictionary identify and match
Dictionaries
LLS – Memorising [5.2]
up word to image for new adjectives.
KAL – Gender, number and
Use knowledge of phonics to sound out new
inflections [4.3]
adjectives - adjectives marrant, ennuyeux,
sportif, paresseux, bavard,timide, mignon slide Slide 53
53. Practise new sound ‘gn’ with action.
Discuss LLS to memorise new words. Discuss
feminine form of adjective and irregular forms.
Activities
 Slide 54 - in teams take it in turns to
Slide 54
LLS – Using reference materials
choose a coloured rectangle and square.
[5.5]
If they match up the student wins a
RW – Developing capability and
point for their team.
Dictionaries
confidence in reading [2.2]
 Song -‘Tu es comment?’. Sing song and
Audio file in attachments.
RW – Adapting and building text
then ask students to write own lyrics by
Slide 55
[2.4]
changing some of the words. Give
RW- Writing to create meaning
students access to lyrics and
[2.5]
dictionaries.
 Additional listening activities on page 33
of ‘Métro’.
LS – Listening and Speaking RW – Reading and Writing KAL – Knowledge about language
LLS – Language learning strategies
IU – Intercultural Understanding
[References to new KS3 Framework substrand descriptors in square brackets]
© Crown copyright 2011, Department for Education. This resource has been created through the LinkedUp Award Scheme.
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LS/RW/KAL/PHONICS/LLS
KAL – Questions and negatives
[4.6]
LLS – Using reference materials
[5.5]
RW – Adapting and building text
[2.4]
RW- Writing to create meaning
[2.5]
KAL – Sentence structure [4.4]
Stage 6 – Use negative with descriptions
ACTIVITIES
Elicit prior knowledge of negative form(maybe
ça ne va pas). Identify ne…pas. Discuss
postion of ne..pas/n’…pas with forms of
avoir/être verbs encountered using slides 5659. Review elision rules.
Activities
 Use slides 60 and 62 to create sentences
orally – click and drag red crosses
 Use slide 61 with a dictionary so
students create their own sentences
 Human sentence – use the cards in
attachments, distribute and create a
sentence with the students holding the
cards. Other students substitute cards
with their own to create other sentences
 Use slide 63 to create sentence by
clicking and dragging
RESOURCES
Slides 56-59
Slides 60/62
Slide 61
Dictionaries
Human sentence cards in
attachments
Slide 63
LS – Listening and Speaking RW – Reading and Writing KAL – Knowledge about language
LLS – Language learning strategies
IU – Intercultural Understanding
[References to new KS3 Framework substrand descriptors in square brackets]
© Crown copyright 2011, Department for Education. This resource has been created through the LinkedUp Award Scheme.
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LS/RW/KAL/PHONICS/LLS
IU – Appreciating cultural
diversity [3.1]
KAL – Letters and sounds [4.1]
Stage 7 – Francophone countries and adjectives
ACTIVITIES
RESOURCES
Use slide 64 to elicit prior knowledge of
S/board slide
francophone countries. Use phonic knowledge
to pronounce adjectives of nationality. Practise Slides 64/65
using adjectives with ‘être’.
Research francophone countries in ICT room or
home learning. Choose a nationality for
cartoon character. Practise pronunciation of
nationality with form of être.
Present information to group members about
chosen country.
LS – Listening and Speaking RW – Reading and Writing KAL – Knowledge about language
LLS – Language learning strategies
IU – Intercultural Understanding
[References to new KS3 Framework substrand descriptors in square brackets]
© Crown copyright 2011, Department for Education. This resource has been created through the LinkedUp Award Scheme.
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15
LS/RW/KAL/PHONICS/LLS
KAL – Verbs and tenses [4.5]
Stage 8 – Verbs ending –er
ACTIVITIES
Elicit verbs already known and discuss verb
ending changes of –er verbs in je/tu/il/elle
form slide 66.
Practise 3rd person singular form of verbs in
particular aimer/porter and review elision of
vowels – slide 67. Present il/elle s’appelle.
Review negative form of verbs using slide 68.
Activity
 Negative card game. In groups distribute
7 cards to each person. Each person
takes it in turns to put down a card, pick
up a card after each go. Cards must be
put down in order of sentence structure.
Pick up another card if person can’t go.
Person who puts down ‘pas’ collects all
cards of that sentence. Several
sentences may be being constructed at
same time. Winner is one with most
sentences when all cards are laid.
RESOURCES
Slide 66
Slide 67
Slide 68
Template for cards in
attachments.
LS – Listening and Speaking RW – Reading and Writing KAL – Knowledge about language
LLS – Language learning strategies
IU – Intercultural Understanding
[References to new KS3 Framework substrand descriptors in square brackets]
© Crown copyright 2011, Department for Education. This resource has been created through the LinkedUp Award Scheme.
16
16
LS/RW/KAL/PHONICS/LLS
RW – Adapting and building text
[2.4]
RW – Writing to create meaning
[2.5]
LS – Understanding and
responding to the spoken word
[1.1]
LS – Developing capability and
confidence in listening
Stage 9 – Create description of character
ACTIVITIES
RESOURCES
Using slides 40/62/64/67 as a writing frame
Writing frame on S/board
each student writes a description of new
slide
cartoon character from francophone country. A
sketch is created. All sketches are displayed,
each student reads out their description and
other students identify which sketch it is.
LS – Listening and Speaking RW – Reading and Writing KAL – Knowledge about language
LLS – Language learning strategies
IU – Intercultural Understanding
[References to new KS3 Framework substrand descriptors in square brackets]
© Crown copyright 2011, Department for Education. This resource has been created through the LinkedUp Award Scheme.
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